PROGRAMME SPECIFICATION Final. PGCert Occupational Therapy. Name of institution Host department Course status 1. SELECT 2. 3.

Transcription

1 PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body School Location of study/ campus Partner institution(s) MSc Occupational Therapy (Pre-registration) PGDip Occupational Therapy (Pre-registration) PGCert Occupational Therapy Validated University of Brighton School of Health Sciences Eastbourne Name of institution Host department Course status 1. SELECT Admissions Admissions agency Entry requirements Include any progression opportunities into the course. Direct to School Applicable for 2015 entry. Check the University s website for 2016 entry. BSc (Hons) classification 2:1. Applicants are normally required to hold a first degree or equivalent with a minimum of 2:1 classification in any subject. Knowledge of the profession and experience of professional practice will be an advantage. EU and International students are normally required to have an equivalent of a UK degree grade 2:1 which is a Grade Point Average (GPA) of 3.00 and an International English Language Testing System (IELTS) score of 7 with no element below 6.5. They must also meet any HCPC requirements. Start date (mmm-yy) Normally September All students will undergo criminal records checks with the Disclosure and Barring Service. The admission policy for the course abides with the equal opportunities legislation. Assessment of the students needs will be made through student services. There will be an evaluation of adjustments that are identified as necessary for the student to be able to undertake the course. This will also take into consideration the accelerated nature of the course and problem based learning curriculum. Applicants with disability will have the opportunity of an interview with a student disability officer to ensure that their needs can be reasonably met. Each applicant is considered on their individual merits based on the rigorous selection procedure Page 1 of 15

2 Mode of study Mode of study Duration of study (standard) Maximum registration period Full-time 2 years 4 years Part-time Select Select Sandwich Select Select Distance Select Select Course codes/categories UCAS code Contacts Course Leader (or Course Development Leader) Admissions Tutor Examination and Assessment Dr Josh Cameron Heidi Von Kurthy Name Place of work Date tenure expires External Examiner(s) 1) Janice Bell 2) Helen Bradley 1) University of Cumbria 2) University of Derby 1) ) 2018 Examination Board(s) (AEB/CEB) MSc/PG Dip Occupational Therapy (Pre-registration) Approval and review Validation Approval date Programme Specification Published Sept 2010 following periodic review 28 April 2010 Republished Sept 11 with new course leader. Republished Sept 12 with new external examiner. Republished Sept 13 with no changes. Republished Sept 14 with minor changes Republished Dec 2014 with title change. Republished Sept 2015 with minor changes following 3 periodic review Review date Sept Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. Page 2 of 15

3 Professional, Statutory and Regulatory Body 1 (if applicable): Health and Care Professions Council (HCPC) Professional, Statutory and Regulatory Body 2 (if applicable): College of Occupational Therapists Professional, Statutory and Regulatory Body 3 (if applicable): April 2015 Oct Date of most recent review by accrediting/ approving external body. Page 3 of 15

4 PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: Aims of the PG Diploma The overall aim of the PG Diploma is to provide a learning experience that will ensure that those who successfully complete the programme will meet the standards of proficiency for consideration of application to the HCPC occupational therapy register. Through provision of a high quality, fully integrated problem based programme, underpinned by occupational science the general educational aims of the PG Diploma are to: 1. To advance knowledge and understanding of occupational therapy theory and practice. 2. To develop critical reasoning (clinical reasoning) skills for reasoned decision making. 3. To gain self-directed learning skills (for life-long learning). 4. To develop communication and team skills. The additional aims of the MSc award are to: 5. Promote professional development and expand the intellectual rigour and independent thinking of its students, to the level of mastery (level 7 critical evaluation); 6. Enhance the management and research skills of students to ensure reflective, evidence-based practice; 7. To advance the art and science of evaluating occupational therapy through research. 8. To increase proficiency in the ethical implementation of a research project. 9. To improve skills in designing research appropriate to the research question or hypothesis, and in choosing the tools to match the design. 10. To facilitate the refinement of the scientific writing skills and critical appraisal of research findings required for report writing and dissemination of results. Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by 6 students following the course. These are mapped to external reference points where appropriate. Knowledge and theory 1. To advance knowledge and understanding of occupational therapy 6 Please refer to Course Development and Review Handbook or QAA website for details. Page 4 of 15

5 Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. theory and practice On completion of the course students will be able to: Critically analyse occupations as potential agents in human health 1.2. Understand the theoretical and philosophical constructs of human occupation and occupational therapy (including occupational theories and science) Define the purpose, limitations, and safety issues associated with the range of occupational therapy issues 1.4. Define and discuss the complex relationship between the person, occupation and the environment Know and discuss the factors affecting health and social care policy and the delivery of care (including constraints) Understand the principles and methods of scientific inquiry and critical evaluation Synthesise and integrate into practice the legal and ethical implications of health and social care practice. 2. To develop critical reasoning (clinical reasoning) skills for reasoned decision making: On completion of the course students will be able to: Facilitate best practice through developed inquiry, analytical and evaluation skills Demonstrate creativity and imagination to identify need for innovation Critically analyse, evaluate, select, and use safely and effectively occupations and activities as assessment and therapeutic tools Critically analyse and synthesise basic principles of accountability, responsibility, quality assurance, and clinical governance Critically evaluate and develop theories and models of practice relevant to occupational therapy; demonstrate understanding of these through use in the field Use critical, analytical and reflective skills to evaluate and innovate practice, through formal research and critical assessment of daily work Implement occupational programmes for prevention, health maintenance, health promotion and to help people to achieve personal satisfaction within prevailing limitations. 3. To gain self-directed learning skills (for life-long learning): On completion of the course students will be able to: Show commitment to life-long learning and continuing personal and professional development following graduation Systematically scrutinise the effectiveness of professional practice, using Communication and Information Technology (CIT) to keep updated in regarding evidence of best occupational practice Use interdependence skills to function as an effective, facilitatory member of multidisciplinary teams. 4. To develop communication and team skills to build confidence and facilitate communication: On completion of the course students will be able to: Communicate, empathise and collaborate with clients with a variety of needs from a range of cultural backgrounds. collaboratively with other members of professional teams to 4.2. Work Page 5 of 15 achieve a quality service for clients Use personal skills and actions to confidently facilitate communication with colleagues, clients, carers and others.

6 QAA subject benchmark statement (where 7 applicable) The learning outcomes for this programme have been informed by the QAA Subject Benchmark Statements for Occupational Therapy (2001). PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. Students will be eligible to apply for registration with the UK Health and Care Professions Council (HCPC) as an occupational therapist and membership of the COT if they have fulfilled all the course requirements for the PG Dip Occupational Therapy (Pre-registration) by completing all campus modules (120 Level 7 credits) and the four Practice Placement modules.. The learning outcomes for this course have been informed by the HCPC: Standards of Proficiency (2013); Standards of Education and Training (2014); and Standards of Conduct, Performance and Ethics (2012). The course has been correlated with the HCPC Standards of Education and Training and the HCPC Standards of Proficiency, the HCPC being the regulatory body which validates the course. The learning outcomes for this course have been informed by the College of Occupational Therapists: Learning and development standards for pre-registration education (2014); and Code of Ethics and Professional Conduct (2013). LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. Strategies The PG Dip/MSc Occupational Therapy (Pre-registration) course is a full time 90 week course (over two years 45 weeks per annum). It uses a Problem Based Learning (PBL) curriculum. The overall strategy for teaching, learning and assessment is consistent with the philosophy of PBL and University of Brighton Learning and Teaching Strategy There is an exciting, relevant and up to date curriculum, with the main form of education being problem-based learning (PBL). The educational philosophy underpinning the design of this degree reflects Dewey s ideas of pragmatism and active learning (Dewey 1916) on which the philosophy of occupational therapy itself was founded: that human beings flourish when they engage in meaningful, challenging activities in a supportive learning environment. The course team also upholds the principle that the learning environment and the whole educational culture must itself be based on research evidence into university teaching, in order to rolemodel the idea that today s professional practice needs to be as much based on scientific evidence as possible. Thus, every aspect of the educational framework we offer here has been justified in these terms. In line with the University of Brighton Learning and Teaching strategy ( ) leading edge learning technology will be used for the delivery of this course. On-line learning is essential to support this parttime course, since up to 60% of student effort will be independent study. During this time many students will probably be away from the university, so they will be required to have access to the student intranet (studentcentral), and the university online library and databases. This is made clear to the applicants when they first enquire about the course, at the selection event, and in their information pack when they are offered a place on the course. The strategy optimises the balance between student-directed and teacher-directed learning and incorporates a wide range of learning experiences and life-based assessment methods. A third of the 7 Please refer to the QAA website for details. Page 6 of 15

7 programme takes place off campus in a wide variety of practice settings. It encourages motivation for understanding, critical thinking, reflection, self-development, self-direction and team-work. It supports the overall objectives of the course and the learning outcomes of each module and clinical practice placements. The modules are arranged to allow students to develop and progress in their knowledge, skills and professionalism throughout the course. The curriculum encourages independent and selfdirected, individual and peer group activities. It facilitates comprehensive understanding of key issues and application of transferable skills rather than coverage of all topic areas. Communication skills and reflection are also integral in this level 7 course. Methods A variety of learning and teaching methods are in use throughout the course. structured problem based (case study) tutorials, which are the pivot of the learning in each module. Each tutorial has a particular role within a cycle of tutorials for each case. Each case has a practical product. discussion / debates and student lead sessions other case studies peer teaching/learning subject resource sessions with subject specialists, patients, carers, clinicians and other appropriate persons depending on the topics lectures / presentations by subject experts daily living and creative skills workshops, including activity analysis independent individual and small group learning verbal and poster presentations practical work on placements reflective diaries concept maps learning contracts Action Learning Groups for the research projects on-line learning, videos, CAMTASIA, tutor-set quizzes blogs, wikis Inter-professional learning (IPE) allows the cohorts to learn and discuss issues that are of common interest. They also facilitate inter-professional understanding and appreciation of the differences and similarities between professions. An essential part of learning in occupational therapy takes place in practical skills classes. In order for students to be aware of their responsibilities during these sessions, they are asked to sign a statement of consent agreeing to act in client-role-playing as well as practitioner roles in classes. The occupational therapy programme has developed links with the College of Occupational Therapists sustainability network. The course team embraces the policy of sustainability both in our teaching and in our practice. Sustainable living needs to become a way of being for students and staff. This requires a deeper understanding of the issues and methods of preserving natural resources. Sustainable practices already in place include electronic teaching materials available to students, the electronic submission of assessments where possible, and online marking. Almost all written communication is now electronic. The timetable is designed to minimise miles of travel. Staff and students together need to continue to find more sustainable methods of doing things. Learning and Teaching Method % of Student Time Problem Based tutorials 9% Fixed Resource Sessions 9% Skills Options 5% Self-directed study 41% Practice Placement Education 36% Page 7 of 15

8 ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. The assessment strategy has been designed in accordance with the QAA Framework for Higher Education Qualifications in England Wales and Northern Ireland (2009), the HCPC Standards of Education and Training (2009), the University of Brighton s Assessment Policy and General Examination and Assessment Regulations for Taught Courses (GEAR 2014/15) and the SEEC Credit Level Descriptors (updated 2009). The course requires engagement in wide variety of innovative assessment methods, which are aligned with the learning outcomes and learning and teaching activities. Closed written examinations are not used in this course due to the underlying philosophy of the PBL, but course work in different forms is used instead to promote learning. University based assessments are % marked at level 7 and grades Distinction, Credit Pass, Refer and Fail are used to marry with the SOLO taxonomy and University of Brighton Grading Descriptors. Each assessment is clearly explained to the students verbally, in the module handbooks and on studentcentral. The assessment task and hand-in date are introduced to students at the beginning of a module. Summative assessment methods used on this course include: essays, including review and critique of research and literature reports therapy and assessment plans verbal presentations (individual and group) reflective statements viva voce poster presentations clinical placement assessment, including examination of practical skills with real case examples learning portfolios research dissertation Practice Placement Assessment Pass/fail grading is used for placements (all at level 6) rather than a percentage grade as for the campus based modules. There are several reasons for this: both students and educators prefer this option, as it takes some of the stress out of the assessment process; qualitative feedback is felt to be more helpful than a grade; grades for practice placements tend to be unreliable since there are so many different markers. In addition, placement assessments historically have been found to achieve inflated marks, which skew the final classification. On this course the classification is based on campus modules only. Practice Educators are asked to assess continuously throughout the placement during supervision. In addition they are asked to provide written formative feedback, approximately halfway through the placement using the assessment form, when the student can act to improve their performance. Summative assessment occurs at the end of the placement. The assessment form is divided into ten performance areas, and in order to pass the placement, the student must achieve the relevant level of competency for every performance area by the final assessment. The expectations of student competency for each of the three academic levels have been based on HCPC Standards of Proficiency for Occupational Therapists (2007), the COT Pre-Registration Education Standards (2014), and module outcomes. In order to meet the above standards and strategy the following approaches are adopted: The course team are fully aware of how profoundly assessments can drive students learning. All assessments, both formative and summative, are therefore designed to promote learning, being related to module aims and outcomes. Learning is enhanced through tutorial support, and qualitative feedback for each assignment (Biggs & Tang 2007; Olsson 1999) Page 8 of 15

9 Assessments are monitored by course and module leaders through feedback from PBL tutors, internal markers, external examiners and students, through module reports, module reviews, and Course Boards. There is a balance of formative and summative assessment, with an emphasis on the former as recommended within PBL. For university based modules formative assessment takes place primarily during PBL tutorials, with feedback on the learning and group process and on the product at the end of each problem (Silen, 1998). For practice placements weekly supervision sessions and half-way reports provide formative feedback A range of summative assessment methods is used, in order to allow students with a range of abilities to succeed. These include practice placements, presentations, written assignments and vivas The pass mark for summative assessments is 50% (University of Brighton General Examination and Assessment Regulations for Taught Courses (GEAR Section 6.2.3). Criteria for achieving a pass are based on the QAA Framework for Higher Education Qualifications for occupational therapy, HCPC Standards of Education and Training (Appendix 6), and the COT Learning and development Standards for Pre-Registration Education (2014). Marking and moderation processes follow the University of Brighton Assessment Policy (2014) which applicable.cross marking and moderation procudures for different assessment methods. External examiners scrutinise marking procedures and have found them to be rigorous. On practice placements if a student is at risk of failing a placement both student and educator are visited by a university tutor to moderate the decision, and support those concerned. All assessments are criterion referenced. Students are provided with group/individual tutorials as well as written marking criteria for each assessment in order to clarify their understanding of marking criteria and assignments, in line with the UOB Assessment Policy (2014). Page 9 of 15

10 Learning Outcome 1.1. Critically analyse occupations as potential agents in human health Understand the theoretical and philosophical constructs of human occupation and occupational therapy (including occupational theories and science). Module and Assessment method HEM50 human occupation essay; HEM53 therapy plan (presentation & written plan); HEM60 service development poster presentation; HEM58 viva therapy plan. All placement modules (placement assessment); HEM50 human occupation essay; HEM51 assessment plan essay; HEM53 therapy plan (presentation & written plan); HEM58 viva therapy plan. Learning Outcome 1.3.Define the purpose, limitations, and safety issues associated with the range of occupational therapy issues Define and discuss the complex relationship between the person, occupation and the environment Know and discuss the factors affecting health and social care policy and the delivery of care (including constraints) Understand the principles and methods of scientific inquiry and critical evaluation Synthesise and integrate into practice the legal and ethical implications of health and social care practice Facilitate best practice through developed inquiry, analytical and evaluation skills Demonstrate creativity and imagination to identify need for innovation. 2.3 Critically analyse, evaluate, select, and use safely and effectively occupations and activities as assessment and therapeutic tools 2.4. Critically analyse and synthesise basic Pa principles of accountability, responsibility, quality assurance, and clinical governance. Module and Assessment method All placement modules (placement assessment); HEM51 assessment plan essay; HEM53 therapy plan (presentation & written plan); HEM55 written research proposal; HEM60 service development poster presentation; HEM56 group presentation and individual reflection essay; HEM58 viva therapy plan; HEM61 professional development and best practice report. All placement modules (placement assessment); HEM50 human occupation essay; HEM51 assessment plan essay; HEM53 therapy plan (presentation & written plan); HEM58 viva therapy plan; All placement modules (placement assessment); HEM53 therapy plan (presentation & written plan); HEM60 service development poster presentation; HEM56 group presentation and individual reflection essay; HEM61 professional development and best practice report. HEM51 assessment plan essay; HEM53 therapy plan (presentation & written plan); HEM55 written research proposal; HEM58 viva therapy plan; All placement modules (placement assessment); HEM53 therapy plan (presentation & written plan); HEM60 service development poster presentation; HEM56 group presentation and individual reflection essay; HEM58 viva therapy plan; HEM61 professional development and best practice report. All placement modules (placement assessment); HEM53 therapy plan (presentation & written plan); HEM55 written research proposal; HEM60 service development poster presentation; HEM56 group presentation and individual reflection essay; HEM58 viva therapy plan; HEM61 professional development and best practice report. HEM53 therapy plan (presentation & written plan); HEM55 written research proposal; HEM60 service development poster presentation; HEM58 viva therapy plan. All placement modules (placement assessment); HEM51 assessment plan essay; HEM53 therapy plan (presentation & written plan); HEM60 service development poster presentation; HEM56 group presentation and individual reflection essay; HEM58 viva therapy plan; HEM61 professional development and best practice report. gea1ll0polafc1e5ment modules (placement assessment); HEM55 written research proposal; HEM60 service development poster presentation; HEM56 group presentation and individual reflection essay; HEM61

11 SUPPORT AND INFORMATION Institutional/ University Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: All students benefit from: University induction week Student Handbook: the University and you Course Handbook Extensive library facilities Computer pool rooms address Welfare service Personal tutor for advice and guidance In addition, students on this course benefit from: Please refer to information held in studentcentral. Page 11 of 15

12 PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. Due to the 45-week per year accelerated nature of the PG Dip/MSc Occupational Therapy (Preregistration) course it does not conform to the standard University structure of modules offered within a semester framework. There are instead blocks of study throughout the programme, starting in early September and ending in early August in the first year and late August in the second year. There are five periods of Practice Placements, including an early two-week period and four other 8 week periods alternating with the campus modules throughout the programme. Year 1 All students take 1 non-credit bearing introductory module, 1x10 credit module and 2x20 credit modules at Level 7. These blocks of study follow the occupational therapy process of assessment, therapeutic intervention and evaluation. They also do the first week of a module focused on professional development the rest of which is completed in year 2. Students additionally complete one 2-week mainly observational placement and two other 8-week placements in Jan/Feb and April/May/June. These are not in specific clinically related areas, but instead enable practice in any setting, of the occupational therapy process most recently completed on campus. These modules are not credit rated, are at level 6, and mandatory. Within the campus-based periods students have the opportunity to experience interprofessional learning with other health and social care students and within the placement modules interprofessional opportunities are fostered. Year 2 Students study 3x20 and 1x10 credit campus-based modules at Level 7; these deepen occupational therapy knowledge and capacities through the focusing on work in diverse settings or on different roles within traditional settings, and on practice within multi-professional teams. The penultimate module to be completed draws on all previous modules to hone treatment planning skills taking account of the bespoke nature of occupational therapy; while the final campus module that is completed focuses attention on what is needed to attain the highest quality practice and to continue learning throughout professional life. Two Practice Placement modules develop skills to graduate level, ensuring a range of experience in essential settings. Students may optionally complete a 60 credit research project culminating in a dissertation at level 7. Only students who have successfully completed the PG Dip Occupational Therapy (Pre-registration) and additionally the 60 credit research project will be eligible for the award of MSc Occupational Therapy (Pre-registration). Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Level 8 Module code Status Module title Credit 6/7 HEM50 M Human Occupation and Beginning Practice Non-credit bearing, level 7 (6 placement element). Assessment 8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. Page 12 of 15

13 is formative. 7 HEM51 M Assessing Occupational Capacities 10 level 7 6 HEM52 M Novice Practitice Not credit rated level 6 7 HEM53 M Maximising Occupational Capacities 20 level 7 6 HEM54 M Intermediate Practice Not credit rated level 6 7 HEM55 M Evaluating Occupational Therapy 20 level 7 7 HEM60 M Occupational Therapy: Diverse Settings 20 level 7 6 HEM57 M Diverse Practice Not credit rated level 6 7 HEM56 M Occupational Therapy: Teams 20 level 7 6 HEM59 M Competent Practice Not credit rated level 6 7 HEM58 M Occupational Therapy: Service Users 20 level 7 7 HEM61 M Achieving Effective Practice 10 level 7 7 HEM99 M* Research Project 60 level 7 Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) *Whilst HEM99 is a mandatory requirement for the MSc award students may choose not to complete that module and instead exit with a Pg Dip Occupational Therapy (Pre-registration) award (subject to successful completion of the other modules) which would still enable them to apply to register as an occupational therapist with the HCPC. Page 13 of 15

14 AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Final MSc Occupational Therapy (Preregistration) Intermediate PG Dip Occupational Therapy (Preregistration) Total credits 9 Minimum credits 10 Ratio of marks 11 : Class of award 7 Total credit Other: 180 and all practice placements passed. 7 Total credit Other: 120 and all practice placements passed Minimum credit at level of award Other: 180 and all placements passed. Minimum credit at level of award Other: 120 and all practice placements passed Intermediate PG Cert in Occupational Therapy 7 Total credit 60 Minimum credit at level of award 60 Select Select Total credit Select Minimum credit at level of award Select Select Select Total credit Select Minimum credit at level of award Select *Foundation degrees only Progression routes from award: Award classifications Mark/ band % Foundation degree Honours degree Level 7 marks Level 7 marks Level 7 marks Select Select 70% - 100% Distinction First (1) Distinction 60% % Merit Upper second (2:1) Merit 50% % Lower second (2:2) Pass 40% % Third (3) Postgraduate degree Postgraduate (taught) d Postgraduate (taught) d Select Select 12 Postgraduate degree (excludes PGCE and BM BS) Pass 9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters. Page 14 of 15

15 EXAMINATION AND ASSESSMENT REGULATIONS Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University s General Examination and Assessment Regulations for Taught Courses. The general examination and assessment regulations (GEAR) of the University of Brighton apply to this course. In addition, the following course-specific regulations apply: A student who refers in more than one module or fails a module at second attempt will need to repeat the year. Students are not be permitted to trail modules into the next year. All practice placements must be passed. Students who do not pass a practice placement at first attempt will be required to retake a similar placement with attendance. In accordance with the regulations of the College of Occupational Therapists, students who fail the second attempt of a placement module will normally be required to leave the course (this is subject to the University s General Examination and Assessment Regulations regarding mitigating circumstances). The arrangement for repeating placements is indicated in each of the modules. Students who fail three separate Practice Placement Modules on the first attempt will normally be considered to be professionally unsuitable and will be required to leave the course. In the case that a student fails one placement, it will not be possible for them to complete the course in the specified two year period. Students are provided with teaching and learning material for HEM99 throughout the course and are permitted to start work on their research proposal on successful completion of HEM55. Formal progression onto HEM99 is dependent on successful completion of the Post Graduate Diploma. In order to be eligible for registration with the HCPC as an occupational therapist, students must pass in all pieces of assessed course work for the Post Graduate Diploma and all Practice Placement Assessments. To ensure the essential safety of service users and since success on the programme carries eligibility for professional registration attendance of each PG Dip (campus and placement) module is mandatory. A minimum of 80% attendance for the theoretical components is normally required, plus a minimum of 1,000 hours practice experience at Pass level. Students who do not attend at least 80% of a module (practice and University) will not normally be permitted to take the assessment for that particular module. Exceptions required by PSRB These require the approval of the Chair of the Academic Board Students will be eligible to apply for registration with the UK Health and Care Professions Council (HCPC) as an occupational therapist and membership of the COT if they have fulfilled all the course requirements for the PG Dip Occupational Therapy (Pre-registration) by completing all mandatory campus modules (120 Level 7 credits) and the four Practice Placement modules. An aegrotat award does not confer eligibility to apply for HCPC registration. Document template revised: 2010 Page 15 of 15